1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
5,528.8 km
5,692.4 km
1992
1995
425
520
JK to 8
Preschool to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Traditional
Traditional
10 to 18
18 to 22
Learning
Learning
In-class adaptations
$23,550 to $25,950
$22,300 to $25,000
No
No
0%
0%
None
None
$0
$0
39
33
0%
0%
80%
85%
information not available
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Dec 15, 2025
Not available
Not available
No
Yes: grades Preschool - 12
No
No
information not available
information not available
Turnbull was founded by Mary Ann Turnbull in 1992, guided by a commitment to Caring and Excellence. Its history, in a sense, dates back to the Turnbull Learning Centre, established in 1981. The Centre offered academic services, and Turnbull’s success there led to the creation of the school. The setting is idyllic. Since 1996, it has occupied a 5.5-acre parcel in the Central Experimental Farm area of Ottawa, a National Historic Site that is easily accessible from all parts of the city. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The school has grown over the years and is a good size today, allowing for a nice breadth of programming while retaining a personal, community feel. As initially intended, the school's values—cooperation, character, and reasoned reflection—inform all its activities, fostering a safe, nurturing, and welcoming environment for students and their families. Parental involvement in the school's life is welcomed, as is consistent and informal communication between families and school administration.
View full reportNot all immersion programs are created equally, and Lycée Francais is an example of that. The school was founded in 1995 with support from the French consulate to offer a French education to the children of French nationals living in Toronto (a portion of the faculty, then as now, are themselves French nationals). The program is based on the curriculum used in France, as developed by the French Ministry of Education. That said, the most substantive difference is that the program is dual, admitting students with either English or French as a first language, with French as the primary language of instruction from pre-school on up. Immersion often gets lumped in with gifted programs, though it's not at all just for high flyers. That said, the LFT program is challenging and very much intended, especially in the upper grades, for students preparing to enroll at university.
View full reportinformation not available
"Lycée Français de Toronto offers a great quality of education with an amazing French method."
Eve Vanhoutte - Student (Mar 18, 2025)
This school offers a great quality of education with an amazing French method. It pushes its student... View full review
"The Lycée teaches kids how to write properly, think analytically, and so much more."
Melodie Plaxton - Student (Mar 18, 2025)
I love the Lychee Francais de Toronto, although I think it has its flaws. When I first arrived at th... View full review
"I think Lycée Français is the best French school in Toronto, and I'm so grateful to be here."
Francisca Morales - Student (Mar 25, 2025)
When I first arrived at this school, I was really scared because I thought I was going to be critici... View full review
"Turnbull School is dedicated to academic excellence in a caring environment. Students benefit from highly qualified teachers, small class sizes, daily physical education, organization and study skills, enhanced French, award winning science, computer technology & robotics, dynamic music, visual arts and drama programs, intramural and extra-curricular sports, clubs and special events, in a modern facility. Our leadership and character development programs enhance the school culture of excellence and caring."
"At the Lycée Français de Toronto, students follow a rigorous, internationally recognized curriculum from Pre-K to Grade 12, accredited by the French Ministry of Education. No prior French is required in Kindergarten. Through daily learning in French and English, students become fully bilingual and graduate with the French Baccalauréat—unique in Toronto—opening doors to top universities in Canada and around the world."
"At Turnbull School, we focus on a well-rounded approach where children are not just exposed to a rigorous academic program, but also a strong focus to character development, study skills, arts and music, and athletics. We truly get to know our families and have a strong sense of community and belonging."
"At the Lycée Français de Toronto, we offer an exceptional French education that blends academic rigor with a human-focused approach. Our students follow the globally respected French curriculum, culminating in the Grade 12 French Baccalauréat, an elite qualification that opens doors to top universities around the world. What truly sets LFT apart is our bilingual environment: students learn in French and English from native-speaking teachers, becoming fully bilingual by graduation. Our diverse, international community fosters curiosity, critical thinking, and cultural openness. With small class sizes and a supportive atmosphere, students are seen, challenged, and inspired. They leave LFT with outstanding results, confidence in who they are, and a global mindset that prepares them to lead and thrive anywhere in the world."
"With our focus on providing a strong academic foundation, we do not have the resources to support serious academic and behavioural concerns. As a result, we are unable to accept applications for students with these profiles."
"At the Lycée Français de Toronto, we’ve made intentional choices to uphold the structure and intellectual depth of the French education system, prioritizing academic rigour, bilingualism, and global awareness. This means placing less emphasis on trends like early specialization or tech-driven instruction, in favour of a strong foundation in core subjects, reasoning, and language. While encouraging creativity and critical thinking, we emphasize consistency and high expectations, believing that resilience and excellence are built through meaningful challenge within a supportive and culturally rich environment."
"In 1996, Turnbull School moved from office space to its original, newly constructed and permanent home. In 2003, in order to meet growing demand and improve programming, the senior school was constructed which included a full-size, double gymnasium, science lab, and visual arts room. In the fall of 2019, a modern and fully equipped music hall was added to the school, which also included the renovation and updating of designated drama and visual arts rooms. More recently, in 2025, a STEM lab was added to the senior building for our coding and robotics program."
"Founded in 1995, the Lycée Français de Toronto began as a small school serving the French expatriate community. Over the years, it evolved into a dynamic international institution welcoming families from diverse backgrounds who value the rigour of the French education system. A major milestone came with our move to the current campus in 2011, which enabled us to expand our facilities and grow enrollment. Another key turning point was the school's increased focus on bilingualism, opening our doors to non-French-speaking families in Kindergarten. These developments have shaped LFT into a school that blends French academic excellence with a multicultural and inclusive outlook, preparing students to thrive in a global world."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"Students who thrive at the Lycée Français de Toronto are intellectually curious, open-minded, and eager to engage in a bilingual, multicultural environment. They value academic rigour and are excited by the challenge of developing strong skills in both French and English. Our ideal students are adaptable, respectful of diverse perspectives, and motivated to grow personally and academically. Families who embrace a global mindset, support high educational standards, and appreciate the long-term value of bilingualism will find a strong alignment with our school’s mission. Whether arriving with or without prior knowledge of French, students benefit most when they are ready to invest in their learning journey, build meaningful connections, and actively participate in our warm, inclusive community."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"The Lycée Français de Toronto may not be the ideal choice for families who do not value bilingualism or who are seeking a predominantly English-language education. Our program is grounded in the French national curriculum and delivered primarily in French, with a strong focus on achieving fluency in both French and English. Families who are not aligned with the goal of raising bilingual, bicultural learners may find this emphasis misaligned with their priorities.
Additionally, our academically rigorous environment may not suit those looking for a more relaxed or less structured approach. The LFT curriculum challenges students to develop advanced critical thinking and analytical skills from an early age. For families who prioritize flexibility over academic discipline, or who are uncomfortable with the demands of a structured, internationally recognized program like the French Baccalauréat, our school may not be the best fit."
"Over the years, parents have shared with us that they selected our school based on reputation, reliability, communication with families, and a warm, welcoming environment of caring and excellence."
"Families choose the Lycée Français de Toronto for its unmatched blend of academic excellence, bilingual education, and international perspective. Many are drawn by our rigorous French Baccalauréat program, unique in Toronto, and the promise of fluency in both French and English, which opens doors to top universities worldwide. Others are looking for a culturally rich and inclusive environment where their children can thrive among peers from diverse backgrounds. Parents often tell us they appreciate our balance of structure and personal attention, the warmth of our community, and the opportunity for their children to grow into globally minded, intellectually curious individuals."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"Lycée Français de Toronto (LFT) is renowned for its dedication to academic excellence and global citizenship, distinguishing itself with a rigorous curriculum certified by the Grade 12 French Baccalauréat. As a hub of cultural diversity, LFT provides students with an enriching international environment that fosters cross-cultural understanding and prepares them to thrive in an interconnected world. Its graduates are highly regarded for their readiness to excel in the most prestigious universities globally. Moreover, LFT's extensive worldwide alumni network offers ongoing support and networking opportunities, further solidifying its reputation as a leading institution in Toronto's educational landscape."
"Families come to Turnbull School for an excellent education; however, during their time with us, they are exposed to so much more beyond the curriculum. When a Turnbull student leaves us, that child enters the world having gained new experiences and opportunities that will last a lifetime."
"One underappreciated aspect of LFT is the international strength and versatility of the French Baccalauréat. While families may initially compare it to programs like the IB, they may not realize how well the BAC prepares students for both Canadian and international university admission. In fact, most of our graduates choose to study in Canada and the BAC is widely recognized by top universities across the country. For those aiming abroad, it offers a rigorous academic foundation and a global edge that opens doors worldwide. This dual advantage is a key strength of our program that’s often overlooked."
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
"Families might be surprised to learn that LFT is part of the prestigious Lycée Français network, which boasts some of the oldest international schools in the world. For instance, schools like the Lycée Français de Berlin (founded in 1689), New York (founded in 1817), and London (founded in 1915) are examples of our long history in providing quality education globally. This rich legacy enriches our school’s values and ensures high academic standards, offering students access to a worldwide community and an education that prepares them for success on the global stage."
"At Turnbull School, we are consistently reviewing and updating our resources and programming. In particular, we are very excited about our new Tech Lab and technology program."
"We've recently undergone renovations to revitalize our school yard, creating a more vibrant and engaging space for students. But we're not stopping there, we have ambitious plans to continue improving our facilities to ensure an optimal learning environment for all. Furthermore, our commitment to excellence extends to our teaching staff, who participate in regular training sessions each year. These sessions are designed to keep them updated on the latest educational methodologies and best practices, ensuring they are well-equipped to meet the evolving needs of our students and deliver high-quality instruction"
"While we do not foresee any significant changes to our current structure, we remain committed to providing current and relevant curriculum and experiences for our students. We are also committed to adhering to the values and guiding principles that have shaped our school over the years."
"In the coming years, we're dedicated to upholding our status as Toronto's premier choice for French education. We'll prioritize academic excellence, bilingual proficiency, and cultural appreciation, continually refining our curriculum with innovative teaching methods and technologies to meet evolving global demands. Strengthening community ties is paramount, fostering partnerships to enhance our students' educational journey through cultural exchanges, community service, and collaborative projects.
Our vision is one of growth, innovation, and unwavering commitment, striving to be a beacon of excellence and inspiration for students, families, and educators in Toronto."
At Turnbull School, we are committed to fostering excellence in a caring and supportive environment. As an independent coeducational school for students from Kindergarten to Grade 8, we offer a comprehensive academic program, as well as an abundance of extra-curricular activities, that nurtures curiosity, confidence, and a lifelong love of learning.
We believe that a strong educational foundation built during the elementary years is one of the greatest gifts we can offer a child; one that will benefit them for a lifetime.
To learn more about our school and what makes Turnbull a special place to learn and grow, we invite you to visit our website or contact us directly. We would be happy to answer your questions.
Thank you for your interest in Turnbull School!
Barbara Martin, as the Head of School at Lycée Français de Toronto, brings a remarkable blend of passion, experience, and leadership to her role. With a background as a science teacher and extensive experience in France, including leading a large high school and driving change within the French Ministry of Education, she embodies a vision for education that is both ambitious and compassionate.
Her dedication to nurturing an environment where every student can excel and embrace their individuality is evident. Grounded in principles of compassion, open-mindedness, and collective intelligence, her leadership fosters a community where dialogue and responsibility are paramount. She believes in empowering each member to contribute to a more inclusive and equitable world.
Barbara's commitment to ensuring the school embodies values of humanism, curiosity, and excellence for all shines through. She is passionate about providing an education that not only challenges students intellectually but also prepares them to be thoughtful and engaged global citizens. Through a holistic and multilingual approach, she aims to empower students to reach their full potential and make a positive impact in their communities and beyond. Her leadership reflects a dedication to creating a nurturing and inspiring educational environment where students can thrive and fulfill their aspirations.
Barbara Martin's expertise and leadership in education have garnered significant recognition, as evidenced by her recent publication, "La méthode Barbara," released by the renowned French publishing house, Fayard, on October 12, 2022. This book chronicles her experiences as headmaster of a French lycée and has quickly gained acclaim, attracting attention from the press and media, including Radio Canada. The success of "La méthode Barbara" underscores her innovative approach to education and her ability to inspire positive change within educational institutions. Through her book, Barbara shares valuable insights and strategies that have resonated with educators and administrators worldwide, further solidifying her reputation as a trailblazer in the field of education.
In recognition of her distinguished merits and commitment to serving others, she was awarded the medal of the French National Assembly in 2016 and made a Chevalier de l'ordre national du Mérite (France's highest honor) in November 2021.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Since 1992, Turnbull School’s small classes and exceptional teachers have provided a comprehensive and enriching academic program, where emphasis is placed on caring and excellence. Our well rounded curriculum ensures a balance between all subject areas, and students enjoy the application of the content to cross-curricular activities and projects, so what they learn has more relevance and application. We value our parents as collaborative participants in their child’s education. Regular communication is a given and the staff all recognize the importance of keeping parents well informed. Accountability and accessibility are key attributes of every member of the faculty and leadership team. From a young age, Turnbull students are taught the essential learning skills of study strategies, time management and organizational techniques. As a result, our students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success.
The Lycée Français de Toronto is the only French school in the city officially recognized by the French Ministry of National Education from pre-K to Grade 12. As part of the global network of the "Agency for French Education Abroad" (more than 550 institutions), our school combines the best of both French and Canadian educational systems. We provide academic excellence in French, alongside a strong focus on personal development, helping students reach their full potential. Our curriculum, rooted in the French educational system, emphasizes languages, sciences, and sports. By Grade 12, students are fluent in 3 to 4 languages and earn the prestigious French Baccalauréat, which facilitates entry to leading universities across North America and Europe, including Harvard, UofT, McGill, Columbia, Dauphine, and SciencesPo, including Stanford University. With a diverse community of 520 students from over 30 nationalities, we uphold values of fraternity, equality, and collaboration, ensuring a united, respectful, and supportive learning environment.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our mathematics program goes well beyond the Ontario Ministry of Education’s curriculum and provides students with an advanced program that covers greater breadth and depth of concepts and reasoning skills than is normally experienced or expected. With specialized teachers and small classes, every Turnbull student can be enriched, yet help is readily available if concepts need additional reinforcing. More frequent and meaningful teacher-student interactions result in immediate individual feedback. The approachable nature of our teachers and that personal connection with every student is a huge factor in student engagement in the learning process. Our “spiral curriculum” approach to mathematics ensures a continual review of previously taught concepts so students are revisiting and retaining the material while moving on to new areas. In this way, they develop strong mathematical competence and see the relevance of one topic to the next.
Information not available
The Nelson My Math Path program, powered by the Singapore Math framework, is the main resource used. Jump Math is used as a supplement, as well as other problem solving and critical thinking resources.
Information not available
Calculators have a place in the upper grades when numeration is not the main objective of a topic being studied. When a child struggles with numeration skills, and a calculator can be used as a tool to help, students will not be left behind when working within another strand.
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
At Turnbull School, we believe that for children to become proficient readers, they need to develop a wide range of knowledge and skills. These include a strong base of oral language, a strong general knowledge background, an understanding of print concepts and knowledge of letters and words. Children also need to learn comprehension strategies and higher order thinking skills, such as the ability to infer meaning from texts. We incorporate activities to develop all of these competencies on a daily basis in our overall literacy program. A balance of direct instruction, guided instruction, independent learning and practise are important elements of our early reading program. We also value frequent assessment and evaluation of reading levels and skills, and use the recently updated Nelson PM Benchmark, to track each child’s progress.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use the recently updated Nelson PM Benchmark to track each child's reading progress, along with other important related skills.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Primary students use the Six Traits Writing model, where they learn and practise using the six traits of effective writers. Students learn to write personal and expository texts, poetry and report writing. They also learn basic editing skills. Junior students continue to expand on their understanding and use of the Six Traits of Writing model. Students learn to write personal and expository texts, poetry and report writing. They complete more formal spelling and grammar lessons on a regular basis, develop editing skills and learn to use the writing process as a tool to fine tune their writing skills. Senior students focus on the importance of following the writing process: brainstorming, planning, organizing, revising and editing. We emphasize both creative and expository writing along with the ability to develop and express ideas in clear and effective prose. Students are also given a strong grounding in grammar.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Children best acquire scientific knowledge through experimenting, manipulation and exploration with science materials. We promote children’s natural curiosity for the scientific world through interactive, hands-on learning, offering many opportunities for experiments, labs and exploration. We go far beyond what is normally expected in the Ontario curriculum. Turnbull students graduate very motivated and with the advanced competence to pursue sciences.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Our students experience a very enriching literature program of novels, poetry and short stories, but we also emphasize the importance of developing strong basic skills of grammar, decoding, spelling and technical writing. Our students are set up for success beyond their time at Turnbull School, as they learn to communicate well both orally and in writing, and develop strong critical reading, creative writing and research skills.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The goal of our social studies program is to educate students about their local, national and international communities, and their place within these societies. Combining the disciplines of geography and history, we help students develop into informed citizens in a culturally diverse and interdependent world, while instilling an understanding and appreciation of our unique Canadian identity and experience. Through these studies, students acquire broad-based skills that are vital to future success. These skills include identifying and solving problems, critically evaluating different points of view, making informed decisions on a variety of issues, and engaging in articulate expression and debate. By exploring various points of view and evaluating a variety of evidence, students practise achieving a balanced perspective when making decisions on issues relevant to their world.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Grade 7 history covers Canadian history from the earliest inhabitants to the War of 1812. As well as covering the factual material, the students have opportunities to research elements of our past. In geography, the Grade 7's learn about earth sciences and the physical geography of Canada. In the Grade 8 program, students learn about the history of Canada from the War of 1812, through the important events surrounding Confederation, and ending with World War I. Their geography course continues the citizenship strand, exploring the nature of world human geography.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Turnbull School strives to graduate students from Grade 8 with a strong level of conversational and every day, pragmatic French, while also achieving solid skills in French reading, writing and grammar. In addition, the students will have the desire and confidence to pursue further French studies beyond the basic requirements of high school. The achievement of this goal is dependent on the number of years the student is at Turnbull School, as well as the language aptitude and motivation of the student. There is a French only environment in French class, with an exception for students newer to French. Motivation and enjoyment of French always drive and enhance our program objectives.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Music, drama and visual arts are all recognized as essential elements of a child’s development for all grades at Turnbull School. Weekly fine arts classes are taught to students in Grades 4 to 8 by teachers who have specialized training in these disciplines. The Turnbull School Concert Band has been in existence since 2005. As an extracurricular ensemble, students from Grades 5 to 8 have the opportunity to further explore their love of music beyond their regular music classes with woodwind, brass and percussion instruments. The members enjoy the chance to gain performance experience through playing for special events at the school and in the community. Students in grades 6 to 8 may also decide to audition for a role in the annual school drama production. This extracurricular activity has included as many as 80 students, and rehearsals typically begin in October with the final performance in May.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Every student has regular computer technology classes and a curriculum which reinforces a variety of skills through cross-curricular assignments that deepen their learning. These include Robotics, Internet safety, research, web animation, graphic design, video editing, publishing, graphing, coding and keyboarding. Having access to enriching and engaging technologies, such as a new STEM lab with a 3D printer, several portable Chromebook stations, SmartBoards, scan-and-project devices, eInstruction’s Classroom Response System, and a wide range of educational software are only a few ways in which we deepen the learning activities for our students.
Information not available
Web design
Robotics
Computer science
All students at Turnbull School take part in daily physical education classes taught by physical education specialists. Our program focuses on participation, skill development, fair play and healthy living. These objectives are met by providing the students with the opportunity to participate in a wide variety of sports and activities. Turnbull School offers an Intramural sports program to all students from grades 1 to 8, where children can participate in more competitive game play, keeping fun and sportsmanship the priority. Children from the Junior and Senior divisions have the opportunity to try out for various sports teams, where they will play in games and tournaments with other schools within the Ottawa Independent Schools Athletic Association (OISAA), as well as other schools in Ontario and Quebec.
At the Lycée Français de Toronto, physical education is an integral part of our holistic approach to student development. Our students enjoy a wide range of athletic activities that promote teamwork, resilience, and physical well-being. We compete locally in Toronto through the SSAF (Small Schools Athletic Federation) in various sports at both primary and secondary levels. Our secondary students also take part in international competitions within the global Lycée Français network. Recently, students have travelled to Panama, Boston, Quebec City, and Athens to compete in various sports. These experiences allow students to grow as athletes and global citizens, building friendships across cultures while representing our school with pride.
Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Every child is deserving of a safe, nurturing environment to express and develop his/her unique interests, creativity and abilities. It is in Kindergarten where Turnbull students first learn to respect and care about each other, to feel unique and special, but to see others that way too. The junior and senior kindergarten curriculum reflects the importance of early literacy and numeracy activities, as well as self-initiated inquiry-based pursuits. Our broad program also includes daily physical education, French language classes, as well as science, creative arts and computer time.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Grades 4 to 8 French classes are streamed into two levels per grade. The students working within the advanced level of French are working beyond grade level and using Francophone resources. Highly motivated students who graduate from this level may enter French Immersion in high school.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Turnbull students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success. The children make a personal commitment to do their very best to further their own growth. This includes taking responsibility for their work, being prepared, and caring about the growth of others through participation and respect.
Our program is designed to provide students with a structured body of general knowledge while encouraging the development of analytical and critical thinking skills. The curriculum is based on the French national curriculum, and augmented by a strong English program ; the curriculum exceeds all requirements set by France, preparing our students to enter and thrive at both North American and European colleges and universities.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Turnbull School emphasizes a competence based approach where each student can apply skills, acquire knowledge, develop creative problem solving skills, become an effective communicator, and acquire strong social and leadership skills. Time management and organizational skills are viewed as an integral part of their curriculum and essential to their future success. Turnbull School students also show care for others within and beyond the school. We aim to graduate students who are very well prepared for high school, academically, emotionally and socially.
At Lycée Français de Toronto, we believe in nurturing well-rounded individuals who are not only academically accomplished but also emotionally and socially balanced. Our focus is on developing students who can think critically, solve complex problems, and approach the world with curiosity and respect for diverse perspectives. Intellectual development is a cornerstone of our philosophy, with a rigorous curriculum that promotes analytical thinking, creativity, and a deep understanding of global issues. Simultaneously, we emphasize the importance of personal growth and emotional intelligence, helping students cultivate resilience, empathy, and a strong sense of responsibility. Our goal is to guide students toward becoming thoughtful, balanced individuals who are equipped to navigate the challenges of an interconnected world while contributing positively to society.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Turnbull School, we occasionally have students who require some form of accommodation (i.e. ESL). These accommodations may arise from recommendations listed in a psycho-educational assessment. All forms of accommodation are discussed with parents ahead of implementation.
Information not available
If a student were to exhibit learning difficulties while at Turnbull School, we would proactively work with the parents to develop the best possible outcome for their child.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
80%
85%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 15, 2025
Not available
Not available
No
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades 1 - 12
No
Yes: grades 6 - 12
No
No
Turnbull School students show care for each other and the community at large. They are motivated to do their personal best in their academics and extra curricular activities.
Admission to Kindergarten (Pre-K, JK, SK) The meet and greet (30 minutes) is a play-and-learn interaction with one of our kindergarten teachers, conducted in the applicant’s preferred language (French or English). *Candidates for the Pre-K class must be potty trained Admission to Grades 1 - 12 Admissions tests for Grades 1-12 assess French language skills. Grade 1: Candidates must understand and speak French; reading and writing skills are not required. Grades 2-12: Both written and oral French skills will be assessed.
Turnbull School has a multi-step admissions process. For children applying to Grades 1 to 8, we begin by gathering information from report cards, confidential letters of reference and formal assessments (if any). This is followed by a visit day in a classroom of the child's current grade. Occasionally, if more information is needed, an individual standardized assessment may be administered by an educational consultant.
Step 2 ▶︎ Online application
Families interested in applying to LFT are invited to complete an online application on our admissions portal. Your application is considered complete once you have :
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